Forever Blowing Bubbles

In this Remarkable Idea, students can collaborate and perform a great experiment using bubbles!

This activity addresses:

  • Cause and effect
  • Spatial awareness
  • Working in a group
  • Measuring distances
  • Forces: speed of fan vs. distance traveled
  • Alternative methods of access

What you need:

  • BIG or LITTLEmack (with symbol for bubbles)
  • Jelly Beamer and a href="https://www.ablenetinc.com/original-receiver" target="_blank">Original Receiver 2 (one with symbol for fan one with symbol for bubbles)
  • PowerLink 4
  • Bubble machine and bubble solution
  • Symbols for fan and bubbles (2)
  • Electric fan
  • Newspaper
  • Tape measure
  • Something to mark distance labeled 1,2, and 3

Preparation:

1. Plug the Bubble machine and fan into the PowerLink 4.
2. Create bubble and fan symbols.
3. Link the Original Receiver to the Jelly Beamer transmitters for the Bubble machine and fan plugged in to the PowerLink 4.
4. Record ‘I’m Forever Blowing Bubbles’ on BIG or LITTLEmack.
5. Put newspaper on the floor to keep it from getting slippery with bubble solution.

What to do:

1. Have the students decide on first setting for fan.
2. Turn on the Bubble machine.
3. Turn on the fan.
4. Have a student play ‘I’m Forever Blowing Bubbles’ on BIG/LITTLEmack.
5. Let the bubbles blow until the poem is finished.
6. Record which bubble travels the greatest distance and mark the spot where it lands with the first bubble marker.
7. Measure the distance from Bubble machine to tin can. This is recorded against the speed setting of the fan.
8. Repeat process using different speed settings on the fan and different positioning of the Bubble machine.
9. Re-position the fan angle and speed. Record which fan position and speed has the greatest effect on distance traveled.

Script:

Recording of ‘I’m forever blowing bubbles’ into BIG/LITTLEmack.
“I’m forever blowing bubbles.
Pretty bubbles in the air.
They fly so high, nearly reach the sky.
Then like my dreams, they fade and die.
Fortune’s always hiding.
I’ve looked everywhere.
I’m forever blowing bubbles.
Pretty bubbles in the air.”

Keywords

team work | spatial awareness | shapes | powerlink 4 | numeracy | littlemack | jelly beamer | forces | cause and effect | bigmack | alternative methods of access |